A Comparative Study Of Corrective Feedback In The Elementary Class Of TCSL

Language learning is a dynamic process,and Learners’ mastery of the target language is not constant.It is a gradual transition to the correct form of the target language in learning progresses,so It is inevitable for learners to make mistakes in their interlanguage.Teachers’ corrective feedback can help learners realize the difference between their own interlanguage and the target language.For learners,this"focus" is a key step in the transition from input to absorption.Teachers’ corrective feedback is of great significance for second language acquisition.In terms of the current research situation,the researches on corrective feedback have been relatively sufficient and have achieved fruitful results.However,there is still a lack of in-depth research on the influence of experience on teacher feedback.Starting from the feedback mode of teachers and the understanding and response of students,this paper compares and investigates the corrective feedback of four teachers with different teaching experience,and explores the influence of experience on the feedback modes and feedback results.In terms of the feedback mode and feedback frequency of the teachers,the research results show that:(1)the expert teachers have lower tolerance for phonetic and grammatical errors,so the feedback rate is higher.(2)in terms of feedback mode,when faced with students’ phonetic and grammatical errors,restatement is the most commonly used feedback mode for both novice teachers and skilled teachers,with the lowest repetition frequency.In terms of vocabulary errors,the new master teachers mainly restate and make clear corrections.In the face of students’ pragmatic errors,explicit correction and meta-linguistic hints are mainly used.In terms of learners’ understanding response and correction of errors,the research results show that:(1)although restatement is the most commonly used feedback method for Chinese teachers,it does not cause a high rate of understanding response,while those with a higher rate of understanding response are clearly corrected and guided.(2)from the perspective of error types,vocabulary and grammar errors tend to lead to a higher understanding response rate,and experienced teachers tend to have a higher understanding response rate than novice teachers.(3)in the study,we found that for the same feedback mode,teachers with different experience values have different characteristics of using it.For example,experienced teachers pay more attention to the enhancement of the significance from the aspects of stress and length of reply.Based on the above research results,we put forward some Suggestions on error correction feedback for teachers.On the one hand,we hope to provide reference and reference for Chinese teachers’ error correction in class,and on the other hand,we hope to promote teachers’ good career development.